PRIMARY FUNCTION: This position is responsible for the collaboration with staff on short-, medium-, and long-term planning to develop Literacy in relation to: resources continuous professional development of staff, goals of the district, including its practices regarding literacy and challenging target for improvement.

REPORTS TO: School Principal

SALARY SCHEDULE:  Teacher

WORK DAYS:  190

REQUIREMENTS:

Educational Level: Bachelor’s degree from an accredited college or university in Elementary Education or a specialization in English, Language, Literacy or Reading

Preferred: Master’s degree in English, Reading, Literacy or Language from an accredited college or university

Experience, Skill and Certification: 

     Required:

• Must have clear-renewable certification in Elementary Education or Middle Grades Language Arts
• At least three (3) years of successful classroom teaching
• Evidence of demonstrated knowledge and experience with standards- based curriculum, instruction, and assessment in reading and or literacy
• Demonstrated experience in curriculum development and teacher training
• Successful recent/current experience in leadership activities
• Strong interpersonal communication skills, including the ability to work with a variety of stakeholders.

     Preferred:

• Successful experience planning and delivering professional development
• Experience as a mentor or in other teacher-leader roles

ESSENTIAL DUTIES:

1. Plans and delivers reading professional development for elementary teachers at designated school(s).
2. Communicates Common Core State Standards in English Language Arts to elementary school staff members.
3. Delivers appropriate instructional support to staff working with elementary students for differentiation of instruction in reading
4. Assists with the development of strategies that support the implementation of the Georgia Standards of Excellence in all content areas.
5. Conducts reading-related demonstration lessons for elementary staff.
6. Teaches small groups of students to maximize student learning.
7. Co-teaches language arts with classroom teacher, as needed, to increase student growth and teacher effectiveness.
8. Assists teachers with the analysis of student achievement data and helps adjust instruction based on the results.
9. Assists with the development of strategies to address reading achievement of all students.
10. Disseminates strategies that encourage students to think critically and creatively and to solve decoding and comprehension problems while reading.
11. Works to involve parents and the community in supporting reading achievement.
12. Works collaboratively with school-based administration to implement the Exemplary Reading Program guidelines.
13. Acts as a coach and collaborates with teachers in the development of strategies to increase reading achievement for all student groups.
14. Assists with individual student reading assessments and assists with developing resources and materials to support District-wide reading program.
15. Attends and presents at professional development meetings at the local, state, and national levels
16. Evaluate the teaching and learning of Literacy in the school through monitoring activities including, but not limited to Lesson observations, Work and planning scrutiny, Pupil discussions, Analysis of results and assessment data, Attending planning meetings, Leading staff training, and Informal discussions
17. Establish resource and staff requirements for Literacy and inform the principal/central office staff of costs and priorities.
18. Distribute resources to meet the objectives of the school.
19. Ensure the effective and efficient management of learning resources for Literacy, to include the school’s Library Media Center.

Terms of Employment

Incumbents will receive an annual contract. The work calendar will be 190 days.  Salary will be determined based on level of certification and allowable experience. Exempt.

Position is MSAP Grant Funded: ends March 31, 2026                         Revised 05-21

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE Employees in this category are normally exposed to a typical environment.  The employee has some control over the length of time sitting, standing, or ambulating.  There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching.  There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking.  There are few exceptional physical or sensory demands.

CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment.  There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching.  There are occasions that require the lifting or pulling of equipment or supplies.  Reading, listening, writing, and speaking are requirements.  There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student. 

OTHER  Incumbents must have valid driver's license and reliable personal transportation due to frequent travel between school locations.